Motivational patterns of high-achieving and low-achieving students using mixed methods sequential explanatory design

Date of Publication

7-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Educational Psychology

Subject Categories

Educational Psychology

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Counseling and Educational Psychology

Thesis Advisor

Jerome A. Ouano

Defense Panel Chair

John Addy S. Garcia

Defense Panel Member

Christine Joy A. Ballada
Elmer D. Dela Rosa
Violeta C. Valladolid
Elisa Bernadette Entao Limson

Abstract (English)

The present study examined the differences in motivation patterns among high-achieving and low-achieving Grade 9 students from public schools by determining the motivational facets of meaning of Personal Investment Theory, namely, facilitating conditions, sense of self, and achievement goals. A mixed-methods sequential explanatory design was utilized to determine the salience of the facets of meaning among public school students, determine significant differences between high-achieving and low-achieving students, and explore the unique experiences in the significant findings through the exploration of qualitative themes. A total of 747 student respondents participated in the quantitative phase and six participants in the qualitative phase. MANOVA indicated significant differences between the two groups on facilitating conditions: teacher support, positive peer influence, negative peer influence, negative parent influence, and leave school. Observed significant differences between high-achieving and low-achieving students were also obtained for sense of self, specifically on sense of purpose, positive self-concept, and negative self-concept. On achievement goals, high-achieving and low-achieving students demonstrated significant differences in mastery goals and performance goals. Qualitative findings between high-achieving and low-achieving participants provided unique patterns and experiences relevant to the aforementioned variables. Theoretical and practical implications, limitations, and directions for future research are also presented.

Abstract Format

html

Language

English

Format

Electronic

Keywords

Motivation in education; Academic achievement; High school students—Attitudes

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Embargo Period

8-19-2025

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